178 research outputs found
Zorg dragen voor ethische vorming
Get PDFRede,uitgesproken bij de openbare aanvaarding van het ambt van bijzonder hoogleraar Ethische vorming, vanwege het Vrouwen van Bethanië Fonds, aan Tilburg University op 2 juni 2023 door Natascha Kienstra
Zorg dragen voor ethische vorming
No full textRede,uitgesproken bij de openbare aanvaarding van het ambt van bijzonder hoogleraar Ethische vorming, vanwege het Vrouwen van Bethanië Fonds, aan Tilburg University op 2 juni 2023 door Natascha Kienstra
Zorg dragen voor ethische vorming
Get PDFRede,uitgesproken bij de openbare aanvaarding van het ambt van bijzonder hoogleraar Ethische vorming, vanwege het Vrouwen van Bethanië Fonds, aan Tilburg University op 2 juni 2023 door Natascha Kienstra
A Debate And Philosophy Typology (ADAPT) Final Report
No full textBackground:In the days of the Athenian polis, public speaking, debate and philosophy were the cornerstones of democratic life. Philosophy had the form of a dialogue between people with contrasting views, and philosophers taught the art of persuasion to citizens attending the ekklēsia—the principal assembly of the democracy of ancient Athens. In contemporary secondary schools however, debate clubs and philosophy classrooms have become separate worlds that, regrettably, seldom interfere. This state of affairs leads to a waste of knowledge and skills, and lowers the potential impact that debating skills and philosophical thinking could have on strengthening democracy.Objectives:With our new philosophical debate methodology, we hope to teach students how to apply philosophical concepts to question the status quo, and to discuss social issues in a respectful way with their peers. As such, we hope that the outputs of the ADAPT project will contribute to the development of high school students into engaged, critical and active citizens, and that teachers will find in it an effective tool to facilitate this process.Implementation:We researched the effectivity of using debate as a learning activity in the philosophy classroom. The research by Natascha Kienstra was published in a first paper in the peer-reviewed journal Tydskrif vir Geesteswetenskappe (2021). A second paper was published in Forum Philosophie International, the journal of the Association Internationale des Professeurs de Philosophie (AIPPh), which describes the structure and intent of the project (Kienstra and Velema 2022). A third paper was published in a book from the established Dutch public philosopher Jos Kessels, with the title ‘Hoog spel: Filosoferen in de praktijk’ (Velema 2022).Based on the research, we designed a set of key concepts that offer philosophy teachers a clear and comprehensive approach to debating. These concepts are visualized with logic symbols, which we have turned into a set of stamps. After downloading our 3D models, these stamps can be materialized with a 3D printer. They can be used in the classroom to analyze and evaluate debates, or used in combination with worksheets that offer practical assignments to become more familiar with our debate methodology.Results:The Erasmus+ project with the title A Debate And Philosophy Typology (ADAPT), coordinated by Natascha Kienstra from Tilburg University, aims at overcoming the divide between debate clubs and philosophy classrooms by developing innovative educational materials and researching their effectivity. Our method that combines the argumentative skills of debate education with central concepts in political philosophy can be found at https://debaticons.com.On this website, we offer an Open Access book with the title ‘Debate / Philosophy: How to start debating in the philosophy classroom’, as well as a set of practical worksheets and a collection of 3D models, which can be turned into a set of stamps with a 3D printer. All intellectual outputs of the ADAPT project (book, worksheets, debaticons, website, research papers, and Youtube channel) were developed by a consortium of four secondary schools (Wolfert Bilingual School, Rotterdam; Gimnazija Ledina, Ljubljana; Privatna klasicna gimnazija, Zagreb; ITE Enrico Tosi, Busto Arsizio), two universities (Tilburg University and Erasmus University Rotterdam), and three associations (Za in Proti, Slovenia; Hrvatsko Debatno Drustvo, Croatia; The Noisy Classroom, UK).<br/
Doing philosophy effectively II: a replication and elaboration of student learning in classroom teaching
No full textAn important aim of teaching philosophy in Dutch secondary schools is to learn about philosophy (that is, the great philosophers) by doing philosophy. In an earlier study published in PLoS ONE, we focused on the relationship between student learning activities and teacher behavior by analyzing eight lessons. Correspondence analysis revealed that doing philosophy was more effective in some lessons than in others. We replicated this finding in the current study, using 10 new lessons, and elaborated on the relationship between the likely causes for doing philosophy effectively. The data suggest that conducting a dialogue in the form of a philosophical discussion is sufficient for achieving an effective lesson, whereas the teachers’ guidance being shared with the students is a necessary but not sufficient condition for achieving an effective lesson
Theologische bijdragen voor leraarschap
No full textTheological contributions for teacherhood A secondary school curriculum is not only about the content and the learning of the students, but also about the teacher behavior. I assess which contributions theological teacher models can make to education. To investigate this, I first study whether and how theological teacher models can be placed within recent scientific educational literature. Subsequently, I elaborate on the theological teacher models by considering the effectiveness of a discussion, as well as typical theological teacher guidance skills. The book Teacher models from Isaiah to Bioshock by Bart Koet and Archibald van Wieringen discusses, amongst others, the following theological teacher models: the book of Isaiah as a teacher, Socrates as a teacher, Ben Sira as a prime example of an interpreter of biblical wisdom, Jesus asking questions, the Torah against the background of family relationships, Augustine’s vision on the transfer of knowledge and skills, The Dutch Cardinal Willebrands’s learning through dialogue,1 and the game Bioshock as a teacher of virtues. I studied whether and how these theological teacher models can be placed within Pratt’s five perspectives on teaching (transmission perspective, apprenticeship perspective, developmental perspective, nurturing perspective, and social reform). The five perspectives are used as ideal types, which are heuristic instruments that show how my observations exemplify a certain fixed pattern of thinking, understanding and action. The analysis below makes use of these five perspectives, where I do not intervene in the debate as to whether they exclude each other or overlap and what would be the most effective, best or any correct form of teacher or teaching
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